I chose 3 questions from the 5th grade 2012 test.The first was a simple machines question that had the kids recognize that the action of the meadowlark beak is like the simple machine tweezers. I would like to draw some other aspects of living things and show how they are like simple machines- grasping like pliers- thumb and index finger, etc This question is Standard 2.4 Technology and Engineering. The second question was about how to make a drum sound higher- this was something I connected with our Doppler reading this week. I don't think our curriculum covers sound at all before the 5th grade test. I think it is in the Grade 7 book.This was Standard 11 Physical Science. The last question was about winds, global patterns.Standard 8 Earth Space/Science. I don't think our curriculum covers this topic until Grade 8- but it is not difficult and I could add it to my ESL info when I am doing maps and weather across the grades.
Last year ESL teachers used a reading series-bound dumbed-down readers to work with students. We were to stay strictly within the confines of the teacher's manual. We did not really teach. This year we are innovating. I have spent some time introducing STEM and what kinds of jobs 6th graders could start thinking about. My 5th grade built robots from kits, but we have been doing basics like,"How does a scientist think?" I am thinking of having Grade 8 design roller coasters- I only have 2 computers so they can work in pairs. For Grade 6,it is a big class- I am thinking of using some of the experiments with toy cars or maybe starting with gravity, push, pull...I will have to check with their science teacher to connect to what they are doing now- it was moons last week. Probably he won't care if I want to do basic physics.
Workshop 3 - Web 2.0 tools
Hi Everyone, I am perplexed. Every time I try to edit, Bill Nye goes away. He did come back the last time but only until I clicked edit. I think that the very most important thing to make it into Web 2.0, is to educate the educators.Many teachers do not know how to do all these things and when we learn, we seldom get practice time...so we forget. If I were going to reorganize the school, I would have computer-literate staff work with needy teachers before and after school so we could really learn how to be literate in 2.0 before 3.0 hits. As far as the kids are concerned, I would love to do classroom blogs about our topic of the moment. I can see my 7th graders writing about their favorite characters in a novel and arguing- on line.I would like to use the blog to find out about prior knowledge before I introduce a topic in class. I think that the kids often say more when they write then when they have to compete to speak in the classroom. This would definitely improve writing.
I did the quiz and got them all right- because I can remember the days of printers that scream and paper with holes on the side.
I also read the optional article about migrants and immigrants and thought it was phenomenal. I couldn't believe it was written before the turn of the century; it seems so now. If I missed something, let me know. I hope Bill Nye comes back in the embed- I will always use this now- so that students have a better chance of staying on topic.
Bill Nye was here since 12 days ago, but tonight, he has disappeared.
Workshop 4 - Integrating Web 2.0 tools into the classroom
Conceptual Knowledge Building- View images/objects- Students will view video from Motion Forward and Away>
Procedural Knowledge Building- Collect data on sneaker friction- Watch Forces Lab
Knowledge Expression- Draw or create an image or a skit to explain friction- watch Forces, Motion, and Time (List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Activity Type Category
Description of Activity
Online Resource Link
Conceptual Knowledge Building
Students will examine the types of shoes and
measure what they think will be important in
friction. They will make predictions about the
experiment.
Stage 1 Activity: How much friction do we need to play basketball? Objective: Students will be able to identify the best shoe by experimenting with the resistance of different shoes.
Language objective: students will understand vocabulary relating to friction, reaction, force. Activity type: An experiment using an inclined plane to find the angle at which different shoes slide.
Instructions: Which shoe will be best for playing basketball? Why? Predict which will be the best for stopping and starting on the court. Number your prediction choices, make 1 the best. Materials- ruler, paper, pencil, a board or tray or large dictionary- at least 15 inches long, and A PARTNER.
1. You will have to cover the table or desk you are working on.
2. Put the board on the table.
3. Put the first shoe on the board with the back of the shoe touching the back of the board.
4. Have the partner hold hold the ruler upright- with the 1 on the table and the 12 in the air- at the back of the board.
5. Slowly lift the back of the board, leaving the front of the board on the table. You will make a ramp. Eventually the shoe will begin to slide.
6. Stop lifting the board when the shoe begins to slide, and measure the height that the board was lifted to.
7. Remember the greater the friction, the higher the board will be tilted.
8. Test all the shoes.
9. Analyze your results.- Do the shoes with the greater friction have anything else in common?
Do the shoes with very little friction have things in common- materials? size? Online component: http://www.compadre.org/precollege/static/unitcfm?sb=3&course Classroom materials:
See above Assessment:Students will write notes and a joint lab report. They will present their findings to the other students who will be doing a different experiment.
Comment on Sonia's Forces and Motion Stage 1 Activity. I guess the kids are used to taking turns so I love the fact that they all have roles to play. Are you assigning them? Will the teacher role be to explain when they disagree? Were they surprised at the results?
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Glogster Grade 6 Advanced free trial available
Glogster is a poster presentation that is all on line. It has at least 9 spots where a student can say something about his or her topic, including video, and photos, including photos of primary sources; a viewer can click on the picture or object to see the student’s writing or captions.
Sixth grade is demonstrating their understanding of meteorology by creating a glog that includes how the weather impacts different US states (adding background knowledge of the different states for ESL students) and where the weather comes from and why. When we present them together we will be going for conceptual understanding. The glog is used with a rubric, but the information placed in the windows is chosen by the students. We have shared glogs at mid point to give feedback and some students made changes. I think it is a great tool to express student knowledge.
The students are responsible for using the tool. I had never heard of it till I read this workshop. I contacted the computer teacher who had just finished using it with Grades 7 and 8. I asked my students if anyone knew how to make a glog and 6 hands went up. They became the teachers. Others wanted to do Prezis- so they taught people to make prezis- which may work even better for our project. Students and teacher are sharing responsibility. There will be no grade-ESL doesn’t grade at our school- but I will make a recommendation to their science teacher for some credit added to their grade. The glogs will be on display during the Linden Steam Academy’s Exhibition Night May 29th.
The tool is being used 24/7 by students who have home computers. We usually have a mini-lesson and work on computers after that. I can use 7 computers, including my laptop and 4 in another teacher’s room during class time. I would love to have more computer access. Another teacher and I are exploring the grant possibilities, hoping to get Ipads or second hand laptops. One of my students has an I-phone but no computer; he said he could do his glog with it.
Actually, it seems like all my Workshop 6 is gone. I had finished it last night about midnight. Activity 2 This activity has disappeared as I tried to copy and paste. I am too stressed right now to go back and figure it out.
Workshop 6 again
Thank goodness for handwritten notes! Black Box Activity Objective: Students will be able to explain the role of friction in weather Language Objective:Students will use academic language to describe their ideas. Assessment : Toon Doo Students will illustrate how their word or words relate to the weather.
Time 10-15 minutes in group and 5 minutes for sharing
Steps: 1. Group class into 4's 2. Each table gets a different box with vocabulary about weather and friction 3. I will keep the seventh face words separately because my class does not like to do things the slow way. 4. Words on the boxes: gets hot/plane/boat/sportcar/toothbrush/a mountain/a forest/a sled/ skis/cleats/hurricane/sneakers/snow tires/ brakes/water skis/sand/ sand paper/ hiking boots/ broom/ice skates/ roller skates/ water dropping on a rock
QUESTION 2: How could the Science Learning Activity types be used to promote an understanding of understanding the process of science. I think these resources are really valuable. I have tried so many things and the results have been good. I think showing real world video helps the kids see the connections- especially if we can't spend as much time with activities as we would like. You can use a video to explain something and then have the kids connect it to something you are doing in class. I especially like the way some of them help the new students who don't have the language facility yet.
Workshop 6 Stage 2 Activity
Objective: Students will be able to explain the role of friction in weather. Language objective:Students will be able to use Academic Language (and science vocabulary) to explain their ideas.
Standard : WIDA Model Performance Indicator Discourse Level 6-: distinguish between effects of processes on earth.
Misconceptions: Weather is only about precipitation and sunshine.
Task: Students will access storm information for a blizzard, tornado, and hurricane to chart information about these specific storms, and how they formed. They will try to discover if friction played a role.
Procedure: 1. Each group of 4 will have computer access. 2. Each group will discuss the characteristics of the storm they are studying. 3. They can access NASA and NOAA information. from websites. 4. Each group will have questions on a rubric about the formation, velocity of winds, temperatures, air pressure, and how friction might have a role in the storm. 5. Vocabulary List includes turbulence, friction, air resistance, minimizes, cyclone, monsoon. 6. Extension: How are molecules involved?
Web 2.0 component: each group will produce a prezi on their storm.
A Quizlet with terms and vocabulary will also be used.
Workshop 7 PARTS OF A LESSON for Grade 6 Friction in Weather
1. INTRODUCTION
Good morning Grade 6. Your mission- should you choose to accept it- is to discover a little known secret of storms known as friction. Oh, yes I know you have heard of friction when you play basketball, or when you strike a match, or use the brakes on your bike...but this is friction in a storm.
Your essential question will be: how does friction work in a storm?
2. TASK
Your task will require a computer, internet, handouts about storms, federal websites- such as the National Atmospheric and Space Administration (NASA) and the National Oceanic and Atmospheric Administration (NOAA).
Your goal will be to answer the question: How does friction work in a storm?
2 presentations: 1. a preliminary report to the class about your storm and
2. a Prezi designed by your group.
3. PROCESS
First, you will be working with an assigned group.(4 people in each)
You will be assigned a storm (blizzard, tornado, hurricane) to examine.
Do you have questions about the topic?(Elicit)
Be sure to look at the work we have done in the past few weeks for ideas.
You will use websites: keep a list so that you can cite them in your Prezi.
You will begin work today.(Explore)
You can go to the website list for this topic. If you have questions about it, please ask me before you go into it.
Use your checklists.
Add questions.
COMMUNICATE WITH EACH OTHER!
Tomorrow at the end of class you will report back your preliminary findings.
Please read the first handout aloud now. (Engage)
You can make your Prezi here before or after school.
4. CONCLUSION
I am excited about what you are going to do! You will be seaching for information and making connections digging deep into how storms work. I'm here if you have problems, but I know you are going to do a great job!
You may want to look at data on when the storms have occurred or what conditions make them the most intense. Is it possible to know completely what will happen in a storm?
5. EVALUATION / ASSESSMENT
Students will each have a copy of this rubric to grade them
Students will be able to....
Strong
Good
Adequate
Inadequate
Weighting
Use rubrics in evaluation
Fully complete all columns of the rubric;
Coordinate tasks in lesson to
descriptions of the task and
descriptions of performance.
Lists all performance tasks in
lesson.
Fills in all columns.
Lists several tasks but
not all in the lesson;
briefly describes levels
of performance.
Fills in some columns.
Lists several tasks but
not all in the lesson;
does not describe all
levels of performance.
Incomplete
or no
rubric.
Students will
examine 10-12 websites
examine 7-9 websites
Examine 6 websites
Students will be able to explain
how friction acts in a particular storm
how the wind works to move the storm
what direction the wind moves in their group's storm
Students will be able to use
terms about weather and science with ease
some terms while striving to use more difficult vocabulary
avoid new vocabulary words- sticking with safe definitions
6. RESOURCES
Worksheets/handouts used in the lesson
Specific reference material in the classroom or school library
Video or audio materials
E-mail accounts for all students
Specific websites
One teacher can handle this lesson, unless the internet goes down.
A field trip to Wood's Hole would be wonderful!
Keep these component parts in mind as you write your student-side of your lesson. Below is a printable copy of the lesson plan template. This template can be used as you are creating a draft of your lesson. Your final lesson text should be posted on your Teacher page.
Here are webquest lessons created for a previous SLC courses: SLC Completed Units.
Click on a unit icon to see the individual lessons within the unit.
Here is an example of a webquest lesson created for a previous project. Grow, Caterpillar, Grow.
It is designed for younger grades, but the parts of the lesson fit our lesson plan model.
Please note -- we will be building the webquest page for you.
Your completion of the lesson submission form and your posting of your lesson description to the Discussion forum will be the instructions for the person building the webquest for you to start building!
(Your Wiki page is a different format, but will contain all of the content for the webquest.)
Here is a video from TeacherTube on "What are Webquests?" by EduWikis.
7.6
Thanks! You've completed activities on creating your own, Web 2.0 science curriculum. This Stage 3 Activity will be built as a webquest lesson and posted on the Web for you and other teachers to use. The next and final workshop, Workshop 8, will be a face-to-face meeting where you and other teachers in the SLC will come together and share the results of your lesson development and implementation. Lessons learned and promising practices will be identified.
Workshop 7 template for Stage 3 Activity -- Lesson Plan
Lesson Plan
PARTS OF A LESSON
1. INTRODUCTION
[[#|Start]] with an introduction. With the student as the intended audience write a short, overview paragraph of your physics lesson. Also include the pivotal Essential Question around which the entire lesson is focused. This essential question will help your students achieve your learning goal by focusing them on the objective of your inquiry lesson. If there is a role or scenario involved (e.g., "You are a detective trying to identify the mysterious poet,” etc.) then here is where you'll set the stage. If there's no motivational intro like that, use this section to provide a short advance organizer or overview. Remember, the purpose of the introduction is to both prepare and hook the reader.
2. TASK
Next, describe clearly and concisely the goal of the task or activity through which students will process and transform the information that they have gathered. The goal of the task could be to:
solve a problem or mystery
formulate and defend a position;
design a product;
analyze a complex situation or issue;
articulate a personal insight;
create a summary;
craft a persuasive message or journal account;
produce a creative work.
If students are required to use a specific tool(s) (e.g., PowerPoint, the Web, video) to complete a task, mention it here.
Remember, the purpose of the task is to describe the end result of [[#|student]] activities only.
3. PROCESS
You will then list the steps (the learning experiences/activities) required for learners to complete the task successfully. Describing this section well will help other teachers to see how your lesson flows and how they might adapt it for their own use, so the more detail and care you put into this, the better. Remember that this is addressed to the student, however, so describe the steps using the second person, as follows:
First you'll be assigned to a team of 3 students...
Once you've picked a role to play....
Now watch this demonstration....
... and so on
Using the 7E's would be helpful in structuring your lesson. Think about what you have learned in the lab course. How can you incorporate the 7E's of inquiry learning into the process of the lesson?
Learners (your students) will access the primary and secondary source documents and any on-line resources that you've identified as they work their way through the lesson. Describe the activity or activities you will use for students to analyze the primary and secondary source documents in your lesson. You may have a set of links that everyone investigates as a way of developing background information, or not. If you break learners into groups, embed the links that each group will explore within the description of that stage of the lesson. For an example see our previous workshops where the resources were grouped by grade level.
You might also provide some guidance on how to organize the information gathered. This advice could include suggestions to use flowcharts, summary tables, concept maps, or other organizing structures. The advice could also take the form of a checklist of questions to assist in analyzing the documents and information, or things to notice or think about. If you have identified or prepared guide documents that cover specific skills needed for this lesson (e.g. how to brainstorm, how to prepare to interview an expert), include them here (they will be converted into PDF documents and linked to this section in your lesson webquest by a TRITEC Director).
4. CONCLUSION
In conclusion write a couple of sentences (addressed to the student) that summarize what students will have accomplished or learned by completing this activity or lesson. You might also include some rhetorical questions or additional links to encourage them to extend their thinking beyond this lesson.
5. EVALUATION / ASSESSMENT
Include a copy of the rubric you will use to assess student work.
A rubric gives the criteria for their performance in advance of the assessment. It describes the task or goal to be assessed and it describes each level of performance for that task/goal. A rubric usually has a column for listing the performance items to be assessed ("Students will be able to...") and a column for each of the potential levels of performance for each task, with a description of performance at that level ("Strong," "Good," "Adequate," "Inadequate"). Usually there is a final column for noting the level of performance or assigning numeric value to the performance.
A sample rubric table with one assessment item would look like this:
Students will be able to....
Strong
Good
Adequate
Inadequate
Weighting
Use rubrics in evaluation
Fully complete all columns of the rubric;
Coordinate tasks in lesson to
descriptions of the task and
descriptions of performance.
Lists all performance tasks in
lesson.
Fills in all columns.
Lists several tasks but
not all in the lesson;
briefly describes levels
of performance.
Fills in some columns.
Lists several tasks but
not all in the lesson;
does not describe all
levels of performance.
Incomplete
or no
rubric.
To create your own rubric on your Wiki page, try inserting a "Table" (on the Tool bar when you are in Editing mode).
For more information about creating rubrics, click here.
6. RESOURCES
Finally, describe the resources/materials needed to implement this lesson. Some of the possibilities might include:
Worksheets/handouts used in the lesson
Class sets of books
Specific reference material in the classroom or school library
Video or audio materials
E-mail accounts for all students
Specific software
Specific hardware (what kind? how many?)
Specific websites
Describe also the human resources needed. For example: How many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? with a university partner or a museum, national historic site, or other entity? Is a field trip designed as part of the lesson?
Keep these component parts in mind as you write your student-side of your lesson. Below is a printable copy of the lesson plan template. This template can be used as you are creating a draft of your lesson. Your final lesson text should be posted on your Teacher page.
Here are webquest lessons created for a previous SLC courses: SLC Completed Units.
Click on a unit icon to see the individual lessons within the unit.
Here is an example of a webquest lesson created for a previous project. Grow, Caterpillar, Grow.
It is designed for younger grades, but the parts of the lesson fit our lesson plan model.
Please note -- we will be building the webquest page for you.
Your completion of the lesson submission form and your posting of your lesson description to the Discussion forum will be the instructions for the person building the webquest for you to start building!
(Your Wiki page is a different format, but will contain all of the content for the webquest.)
For additional examples of webquests that look more like Wiki pages try these links:
Here is a video from TeacherTube on "What are Webquests?" by EduWikis.
7.6
Thanks! You've completed activities on creating your own, Web 2.0 science curriculum. This Stage 3 Activity will be built as a webquest lesson and posted on the Web for you and other teachers to use. The next and final workshop, Workshop 8, will be a face-to-face meeting where you and other teachers in the SLC will come together and share the results of your lesson development and implementation. Lessons learned and promising practices will be identified.
Workshop 7 template for Stage 3 Activity -- Lesson Plan
Lesson Plan
Your name:
Lesson Title:
Grade Level:
State Standards:
Unit Guiding Question:
Lesson Essential Question:
Introduction:
Task:
Process (include all steps of the lesson procedure):
Conclusion:
Assessments:
Assessment Rubric
You will be able to....
Strong
Good
Adequate
Inadequate
Weighting
Resources:
(Please make sure that all digital media is linked and attributed!)
Teacher Notes:
Questions or Problems?
We will be facilitating the discussion.
If you need a more immediate response, or if you have a question about how to use the Wiki and/or technical detail,
please contact:
TRITEC Director Bob Simpson through this SLC Wiki or email at robert@simpson3.org
Your name:
Lesson Title:
Grade Level:
State Standards:
Unit Guiding Question:
Lesson Essential Question:
Introduction:
Task:
Process (include all steps of the lesson procedure):
Conclusion:
Assessments:
Assessment Rubric
You will be able to....
Strong
Good
Adequate
Inadequate
Weighting
Resources: (Please make sure that all digital media is linked and attributed!)
Teacher Notes:
Questions or Problems?
We will be facilitating the discussion.
If you need a more immediate response, or if you have a question about how to use the Wiki and/or technical detail,
please contact:
TRITEC Director Bob Simpson through this SLC Wiki or email at robert@simpson3.org
Workshop 6 - Scientific Investigations
Black Box Investigation
Time: 10-15 minutes group discussion and 5 minutes for each group sharing
Content Objective:Students students will be able to explain the role of friction in weather.
Language objective: Students will use academic language to describe their findings.
Assessment: Toon Doo- Students will illustrate their findings.
Groups- 4 people to a group
Procedure:
1, Each group gets a black box with 5 vocab words written on the faces.
2. I will hold the words that would be on the bottom because my class does not like to take the long route to the answer.
3. Students in each group try to figure out what the missing word is- but they can discuss and explain their thinking as they go.
4. Each group will report back on why they decided the word was.
5. I will share what the missing word was.
Homework assessment: Toon Doo illustrating their word or words.
Stage 2 Activity:
How is Friction involved in Weather?
Content Objective: Students will be able to explain the role of friction in weather. Language Objective: Students will use academic language to discuss their ideas.
Standard: WIDA Standard of Academic Discourse
Misconceptions: Friction doesn't have anything to do with weather. It is about matches and car brakes.
Task: Students will access storm information (first group) for a blizzard, (second group) for a tornado, (third group) for a hurricane. They will chart how and where the storm began (formed) and seek out the part friction played in the storm.
Procedure: Each group will have internet access 1. Each group will read about and discuss the storm they are researching. 2. They can access NOAH and the local weather information websites. 3. Each group will answer questions about the formation, water and air temperature, winds, and how friction was involved. 4. They must use weather vocabulary in their report: turbulence, air resistance, minimize, friction-free design, water resistance, molecules, water temperature, humidity, ice crystals, counter-clockwise. 5. What do molecules have to do with friction? (stretch question) 6. Everyone in every group presents at least 2 sentences of the report.
Grouping: 4 to a group with a good reader in each group.
Web 2.0 online component:Group produced short Prezi that will include a video about the storm they are studying.
Classroom materials: Computers or similar tools. Paper. Teacher questions, rubric and printed out info.
Assessment: Quizlet related to friction and storms.
Workshop 7 - Lesson Plan Tem
<Remember to address the lesson to the STUDENT -- this means using SECOND PERSON ("you will") and student-friendly language -- thank you! Additional comments addressed to other teachers may be included at the end in the "Teacher Notes" section.>
Lesson Plan
Your name:
Lesson Title:
Grade Level:
State Standards:
Lesson Question:
Introduction:
Task:
Process (include all steps of the lesson procedure -- include instructions for using digital media):
Conclusion:
Assessments:
Assessment Rubric
You will be able to....
Strong
Good
Adequate
Inadequate
Weighting
Resources: (Please make sure that all digital media is linked and attributed!)
Workshop Wiki Page - Constance Egan
Workshop 2 - MCAS Assessments & Curriculum Mapping
I chose 3 questions from the 5th grade 2012 test.The first was a simple machines question that had the kids recognize that the action of the meadowlark beak is like the simple machine tweezers. I would like to draw some other aspects of living things and show how they are like simple machines- grasping like pliers- thumb and index finger, etc This question is Standard 2.4 Technology and Engineering. The second question was about how to make a drum sound higher- this was something I connected with our Doppler reading this week. I don't think our curriculum covers sound at all before the 5th grade test. I think it is in the Grade 7 book.This was Standard 11 Physical Science. The last question was about winds, global patterns.Standard 8 Earth Space/Science. I don't think our curriculum covers this topic until Grade 8- but it is not difficult and I could add it to my ESL info when I am doing maps and weather across the grades.
Last year ESL teachers used a reading series-bound dumbed-down readers to work with students. We were to stay strictly within the confines of the teacher's manual. We did not really teach. This year we are innovating. I have spent some time introducing STEM and what kinds of jobs 6th graders could start thinking about. My 5th grade built robots from kits, but we have been doing basics like,"How does a scientist think?" I am thinking of having Grade 8 design roller coasters- I only have 2 computers so they can work in pairs. For Grade 6,it is a big class- I am thinking of using some of the experiments with toy cars or maybe starting with gravity, push, pull...I will have to check with their science teacher to connect to what they are doing now- it was moons last week. Probably he won't care if I want to do basic physics.
Workshop 3 - Web 2.0 tools
Hi Everyone, I am perplexed. Every time I try to edit, Bill Nye goes away. He did come back the last time but only until I clicked edit. I think that the very most important thing to make it into Web 2.0, is to educate the educators.Many teachers do not know how to do all these things and when we learn, we seldom get practice time...so we forget. If I were going to reorganize the school, I would have computer-literate staff work with needy teachers before and after school so we could really learn how to be literate in 2.0 before 3.0 hits. As far as the kids are concerned, I would love to do classroom blogs about our topic of the moment. I can see my 7th graders writing about their favorite characters in a novel and arguing- on line.I would like to use the blog to find out about prior knowledge before I introduce a topic in class. I think that the kids often say more when they write then when they have to compete to speak in the classroom. This would definitely improve writing.I did the quiz and got them all right- because I can remember the days of printers that scream and paper with holes on the side.
I also read the optional article about migrants and immigrants and thought it was phenomenal. I couldn't believe it was written before the turn of the century; it seems so now. If I missed something, let me know. I hope Bill Nye comes back in the embed- I will always use this now- so that students have a better chance of staying on topic.
Bill Nye was here since 12 days ago, but tonight, he has disappeared.
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -- Details
File Not Found - 150 KB
Conceptual Knowledge Building- View images/objects- Students will view video from Motion Forward and Away>Procedural Knowledge Building- Collect data on sneaker friction- Watch Forces Lab
Knowledge Expression- Draw or create an image or a skit to explain friction- watch Forces, Motion, and Time
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
measure what they think will be important in
friction. They will make predictions about the
experiment.
http://concord.org/activities/motion-toward-and-away
friction in different types of shoes- empty, then holding bag of marbles going up inclined plane
Inclined plane
explain the physics a runner might have choosing a shoe
and running in the wrong shoe.
Stage 1 Activity: How much friction do we need to play basketball?
Objective:
Students will be able to identify the best shoe by experimenting with the resistance of different shoes.
Language objective: students will understand vocabulary relating to friction, reaction, force.
Activity type:
An experiment using an inclined plane to find the angle at which different shoes slide.
Instructions:
Which shoe will be best for playing basketball? Why?
Predict which will be the best for stopping and starting on the court.
Number your prediction choices, make 1 the best.
Materials- ruler, paper, pencil, a board or tray or large dictionary- at least 15 inches long, and A PARTNER.
1. You will have to cover the table or desk you are working on.
2. Put the board on the table.
3. Put the first shoe on the board with the back of the shoe touching the back of the board.
4. Have the partner hold hold the ruler upright- with the 1 on the table and the 12 in the air- at the back of the board.
5. Slowly lift the back of the board, leaving the front of the board on the table. You will make a ramp. Eventually the shoe will begin to slide.
6. Stop lifting the board when the shoe begins to slide, and measure the height that the board was lifted to.
7. Remember the greater the friction, the higher the board will be tilted.
8. Test all the shoes.
9. Analyze your results.- Do the shoes with the greater friction have anything else in common?
Do the shoes with very little friction have things in common- materials? size?
Online component:
http://www.compadre.org/precollege/static/unitcfm?sb=3&course
Classroom materials:
See above
Assessment:Students will write notes and a joint lab report. They will present their findings to the other students who will be doing a different experiment.
Comment on Sonia's Forces and Motion Stage 1 Activity.
I guess the kids are used to taking turns so I love the fact that they all have roles to play. Are you assigning them? Will the teacher role be to explain when they disagree? Were they surprised at the results?
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Glogster Grade 6 Advanced free trial availableGlogster is a poster presentation that is all on line. It has at least 9 spots where a student can say something about his or her topic, including video, and photos, including photos of primary sources; a viewer can click on the picture or object to see the student’s writing or captions.
Sixth grade is demonstrating their understanding of meteorology by creating a glog that includes how the weather impacts different US states (adding background knowledge of the different states for ESL students) and where the weather comes from and why. When we present them together we will be going for conceptual understanding. The glog is used with a rubric, but the information placed in the windows is chosen by the students. We have shared glogs at mid point to give feedback and some students made changes. I think it is a great tool to express student knowledge.
The students are responsible for using the tool. I had never heard of it till I read this workshop. I contacted the computer teacher who had just finished using it with Grades 7 and 8. I asked my students if anyone knew how to make a glog and 6 hands went up. They became the teachers. Others wanted to do Prezis- so they taught people to make prezis- which may work even better for our project. Students and teacher are sharing responsibility. There will be no grade-ESL doesn’t grade at our school- but I will make a recommendation to their science teacher for some credit added to their grade. The glogs will be on display during the Linden Steam Academy’s Exhibition Night May 29th.
The tool is being used 24/7 by students who have home computers. We usually have a mini-lesson and work on computers after that. I can use 7 computers, including my laptop and 4 in another teacher’s room during class time. I would love to have more computer access. Another teacher and I are exploring the grant possibilities, hoping to get Ipads or second hand laptops. One of my students has an I-phone but no computer; he said he could do his glog with it.
Actually, it seems like all my Workshop 6 is gone. I had finished it last night about midnight. Activity 2 This activity has disappeared as I tried to copy and paste. I am too stressed right now to go back and figure it out.
Workshop 6 again
Thank goodness for handwritten notes!
Black Box Activity
Objective: Students will be able to explain the role of friction in weather
Language Objective:Students will use academic language to describe their ideas.
Assessment : Toon Doo Students will illustrate how their word or words relate to the weather.
Time 10-15 minutes in group and 5 minutes for sharing
Steps:
1. Group class into 4's
2. Each table gets a different box with vocabulary about weather and friction
3. I will keep the seventh face words separately because my class does not like to do things the slow way.
4. Words on the boxes: gets hot/plane/boat/sportcar/toothbrush/a mountain/a forest/a sled/ skis/cleats/hurricane/sneakers/snow tires/ brakes/water skis/sand/ sand paper/ hiking boots/ broom/ice skates/ roller skates/ water dropping on a rock
QUESTION 2: How could the Science Learning Activity types be used to promote an understanding of understanding the process of science. I think these resources are really valuable. I have tried so many things and the results have been good. I think showing real world video helps the kids see the connections- especially if we can't spend as much time with activities as we would like. You can use a video to explain something and then have the kids connect it to something you are doing in class. I especially like the way some of them help the new students who don't have the language facility yet.
Workshop 6 Stage 2 Activity
Objective: Students will be able to explain the role of friction in weather.
Language objective:Students will be able to use Academic Language (and science vocabulary) to explain their ideas.
Standard : WIDA Model Performance Indicator Discourse Level 6-: distinguish between effects of processes on earth.
Misconceptions: Weather is only about precipitation and sunshine.
Task:
Students will access storm information for a blizzard, tornado, and hurricane to chart information about these specific storms, and how they formed. They will try to discover if friction played a role.
Procedure:
1. Each group of 4 will have computer access.
2. Each group will discuss the characteristics of the storm they are studying.
3. They can access NASA and NOAA information. from websites.
4. Each group will have questions on a rubric about the formation, velocity of winds, temperatures, air pressure, and how friction might have a role in the storm.
5. Vocabulary List includes turbulence, friction, air resistance, minimizes, cyclone, monsoon.
6. Extension: How are molecules involved?
Web 2.0 component: each group will produce a prezi on their storm.
A Quizlet with terms and vocabulary will also be used.
Workshop 7
PARTS OF A LESSON for Grade 6 Friction in Weather
1. INTRODUCTION
Good morning Grade 6. Your mission- should you choose to accept it- is to discover a little known secret of storms known as friction. Oh, yes I know you have heard of friction when you play basketball, or when you strike a match, or use the brakes on your bike...but this is friction in a storm.Your essential question will be: how does friction work in a storm?
2. TASK
Your task will require a computer, internet, handouts about storms, federal websites- such as the National Atmospheric and Space Administration (NASA) and the National Oceanic and Atmospheric Administration (NOAA).Your goal will be to answer the question: How does friction work in a storm?
2 presentations: 1. a preliminary report to the class about your storm and
2. a Prezi designed by your group.
3. PROCESS
First, you will be working with an assigned group.(4 people in each)
You will be assigned a storm (blizzard, tornado, hurricane) to examine.
Do you have questions about the topic?(Elicit)
Be sure to look at the work we have done in the past few weeks for ideas.
You will use websites: keep a list so that you can cite them in your Prezi.
You will begin work today.(Explore)
You can go to the website list for this topic. If you have questions about it, please ask me before you go into it.
Use your checklists.
Add questions.
COMMUNICATE WITH EACH OTHER!
Tomorrow at the end of class you will report back your preliminary findings.
Please read the first handout aloud now. (Engage)
You can make your Prezi here before or after school.
4. CONCLUSION
I am excited about what you are going to do! You will be seaching for information and making connections digging deep into how storms work. I'm here if you have problems, but I know you are going to do a great job!You may want to look at data on when the storms have occurred or what conditions make them the most intense. Is it possible to know completely what will happen in a storm?
5. EVALUATION / ASSESSMENT
Students will each have a copy of this rubric to grade themCoordinate tasks in lesson to
descriptions of the task and
descriptions of performance.
Lists all performance tasks in
lesson.
Lists several tasks but
not all in the lesson;
briefly describes levels
of performance.
Lists several tasks but
not all in the lesson;
does not describe all
levels of performance.
or no
rubric.
6. RESOURCES
- Worksheets/handouts used in the lesson
- Specific reference material in the classroom or school library
- Video or audio materials
- E-mail accounts for all students
- Specific websites
One teacher can handle this lesson, unless the internet goes down.A field trip to Wood's Hole would be wonderful!
Keep these component parts in mind as you write your student-side of your lesson. Below is a printable copy of the lesson plan template. This template can be used as you are creating a draft of your lesson. Your final lesson text should be posted on your Teacher page.
Printable Lesson Plan Template
Examples of Lessons
Here are webquest lessons created for a previous SLC courses: SLC Completed Units.
Click on a unit icon to see the individual lessons within the unit.
Here is an example of a webquest lesson created for a previous project. Grow, Caterpillar, Grow.
It is designed for younger grades, but the parts of the lesson fit our lesson plan model.
Please note -- we will be building the webquest page for you.
Your completion of the lesson submission form and your posting of your lesson description to the Discussion forum will be the instructions for the person building the webquest for you to start building!
(Your Wiki page is a different format, but will contain all of the content for the webquest.)
For additional examples of webquests that look more like Wiki pages try these links:
Guilford Science
http://its.guilford.k12.nc.us/webquests/science.html.
Southern Illinois University Science Workshops
http://tqe.siu.edu/webquest/html/science.html
MiddleSchool.Net Science Webquests
http://www.middleschool.net/less_tut/webquests/sciwq.htm
What is a Webquest? Here's an explanation from WebQuest.Org: What is Webquest.
They have a video on YouTube as well.
Here is a video from TeacherTube on "What are Webquests?" by EduWikis.
7.6
Thanks! You've completed activities on creating your own, Web 2.0 science curriculum. This Stage 3 Activity will be built as a webquest lesson and posted on the Web for you and other teachers to use. The next and final workshop, Workshop 8, will be a face-to-face meeting where you and other teachers in the SLC will come together and share the results of your lesson development and implementation. Lessons learned and promising practices will be identified.
Workshop 7 template for Stage 3 Activity -- Lesson Plan
Lesson Plan
PARTS OF A LESSON1. INTRODUCTION
[[#|Start]] with an introduction. With the student as the intended audience write a short, overview paragraph of your physics lesson. Also include the pivotal Essential Question around which the entire lesson is focused. This essential question will help your students achieve your learning goal by focusing them on the objective of your inquiry lesson. If there is a role or scenario involved (e.g., "You are a detective trying to identify the mysterious poet,” etc.) then here is where you'll set the stage. If there's no motivational intro like that, use this section to provide a short advance organizer or overview. Remember, the purpose of the introduction is to both prepare and hook the reader.2. TASK
Next, describe clearly and concisely the goal of the task or activity through which students will process and transform the information that they have gathered. The goal of the task could be to:
If students are required to use a specific tool(s) (e.g., PowerPoint, the Web, video) to complete a task, mention it here.
Remember, the purpose of the task is to describe the end result of [[#|student]] activities only.3. PROCESS
You will then list the steps (the learning experiences/activities) required for learners to complete the task successfully. Describing this section well will help other teachers to see how your lesson flows and how they might adapt it for their own use, so the more detail and care you put into this, the better. Remember that this is addressed to the student, however, so describe the steps using the second person, as follows:
Using the 7E's would be helpful in structuring your lesson. Think about what you have learned in the lab course. How can you incorporate the 7E's of inquiry learning into the process of the lesson?
Learners (your students) will access the primary and secondary source documents and any on-line resources that you've identified as they work their way through the lesson. Describe the activity or activities you will use for students to analyze the primary and secondary source documents in your lesson. You may have a set of links that everyone investigates as a way of developing background information, or not. If you break learners into groups, embed the links that each group will explore within the description of that stage of the lesson. For an example see our previous workshops where the resources were grouped by grade level.
You might also provide some guidance on how to organize the information gathered. This advice could include suggestions to use flowcharts, summary tables, concept maps, or other organizing structures. The advice could also take the form of a checklist of questions to assist in analyzing the documents and information, or things to notice or think about. If you have identified or prepared guide documents that cover specific skills needed for this lesson (e.g. how to brainstorm, how to prepare to interview an expert), include them here (they will be converted into PDF documents and linked to this section in your lesson webquest by a TRITEC Director).4. CONCLUSION
In conclusion write a couple of sentences (addressed to the student) that summarize what students will have accomplished or learned by completing this activity or lesson. You might also include some rhetorical questions or additional links to encourage them to extend their thinking beyond this lesson.5. EVALUATION / ASSESSMENT
Include a copy of the rubric you will use to assess student work.
A rubric gives the criteria for their performance in advance of the assessment. It describes the task or goal to be assessed and it describes each level of performance for that task/goal. A rubric usually has a column for listing the performance items to be assessed ("Students will be able to...") and a column for each of the potential levels of performance for each task, with a description of performance at that level ("Strong," "Good," "Adequate," "Inadequate"). Usually there is a final column for noting the level of performance or assigning numeric value to the performance.
A sample rubric table with one assessment item would look like this:Coordinate tasks in lesson to
descriptions of the task and
descriptions of performance.
Lists all performance tasks in
lesson.
Lists several tasks but
not all in the lesson;
briefly describes levels
of performance.
Lists several tasks but
not all in the lesson;
does not describe all
levels of performance.
or no
rubric.
To create your own rubric on your Wiki page, try inserting a "Table" (on the Tool bar when you are in Editing mode).
For more information about creating rubrics, click here.6. RESOURCES
Finally, describe the resources/materials needed to implement this lesson. Some of the possibilities might include:
Describe also the human resources needed. For example: How many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? with a university partner or a museum, national historic site, or other entity? Is a field trip designed as part of the lesson?
Keep these component parts in mind as you write your student-side of your lesson. Below is a printable copy of the lesson plan template. This template can be used as you are creating a draft of your lesson. Your final lesson text should be posted on your Teacher page.
Printable Lesson Plan TemplateExamples of Lessons
Here are webquest lessons created for a previous SLC courses: SLC Completed Units.
Click on a unit icon to see the individual lessons within the unit.
Here is an example of a webquest lesson created for a previous project. Grow, Caterpillar, Grow.
It is designed for younger grades, but the parts of the lesson fit our lesson plan model.
Please note -- we will be building the webquest page for you.
Your completion of the lesson submission form and your posting of your lesson description to the Discussion forum will be the instructions for the person building the webquest for you to start building!
(Your Wiki page is a different format, but will contain all of the content for the webquest.)
For additional examples of webquests that look more like Wiki pages try these links:
Guilford Science
http://its.guilford.k12.nc.us/webquests/science.html.
Southern Illinois University Science Workshops
http://tqe.siu.edu/webquest/html/science.html
MiddleSchool.Net Science Webquests
http://www.middleschool.net/less_tut/webquests/sciwq.htm
What is a Webquest? Here's an explanation from WebQuest.Org: What is Webquest.
They have a video on YouTube as well.
Here is a video from TeacherTube on "What are Webquests?" by EduWikis.7.6
Thanks! You've completed activities on creating your own, Web 2.0 science curriculum. This Stage 3 Activity will be built as a webquest lesson and posted on the Web for you and other teachers to use. The next and final workshop, Workshop 8, will be a face-to-face meeting where you and other teachers in the SLC will come together and share the results of your lesson development and implementation. Lessons learned and promising practices will be identified.Workshop 7 template for Stage 3 Activity -- Lesson Plan
Lesson Plan
Your name:
Lesson Title:
Grade Level:
State Standards:
Unit Guiding Question:
Lesson Essential Question:
Introduction:
Task:
Process (include all steps of the lesson procedure):
Conclusion:
Assessments:
Assessment Rubric
Resources:
(Please make sure that all digital media is linked and attributed!)
Teacher Notes:Questions or Problems?
We will be facilitating the discussion.
If you need a more immediate response, or if you have a question about how to use the Wiki and/or technical detail,
please contact:
TRITEC Director Bob Simpson through this SLC Wiki or email at robert@simpson3.orgYour name:
Lesson Title:
Grade Level:
State Standards:
Unit Guiding Question:
Lesson Essential Question:
Introduction:
Task:
Process (include all steps of the lesson procedure):
Conclusion:
Assessments:
Assessment Rubric
Resources:
(Please make sure that all digital media is linked and attributed!)
Teacher Notes:
Questions or Problems?
We will be facilitating the discussion.If you need a more immediate response, or if you have a question about how to use the Wiki and/or technical detail,
please contact:
TRITEC Director Bob Simpson through this SLC Wiki or email at robert@simpson3.org
Workshop 6 - Scientific Investigations
Black Box Investigation
Time: 10-15 minutes group discussion and 5 minutes for each group sharing
Content Objective:Students students will be able to explain the role of friction in weather.
Language objective: Students will use academic language to describe their findings.
Assessment: Toon Doo- Students will illustrate their findings.
Groups- 4 people to a group
Procedure:
1, Each group gets a black box with 5 vocab words written on the faces.
2. I will hold the words that would be on the bottom because my class does not like to take the long route to the answer.
3. Students in each group try to figure out what the missing word is- but they can discuss and explain their thinking as they go.
4. Each group will report back on why they decided the word was.
5. I will share what the missing word was.
Homework assessment: Toon Doo illustrating their word or words.
Stage 2 Activity:
How is Friction involved in Weather?
Content Objective: Students will be able to explain the role of friction in weather.
Language Objective: Students will use academic language to discuss their ideas.
Standard: WIDA Standard of Academic Discourse
Misconceptions: Friction doesn't have anything to do with weather. It is about matches and car brakes.
Task: Students will access storm information (first group) for a blizzard, (second group) for a tornado, (third group) for a hurricane. They will chart how and where the storm began (formed) and seek out the part friction played in the storm.
Procedure: Each group will have internet access
1. Each group will read about and discuss the storm they are researching.
2. They can access NOAH and the local weather information websites.
3. Each group will answer questions about the formation, water and air temperature, winds, and how friction was involved.
4. They must use weather vocabulary in their report: turbulence, air resistance, minimize, friction-free design, water resistance, molecules, water temperature, humidity, ice crystals, counter-clockwise.
5. What do molecules have to do with friction? (stretch question)
6. Everyone in every group presents at least 2 sentences of the report.
Grouping: 4 to a group with a good reader in each group.
Web 2.0 online component:Group produced short Prezi that will include a video about the storm they are studying.
Classroom materials: Computers or similar tools. Paper. Teacher questions, rubric and printed out info.
Assessment: Quizlet related to friction and storms.
Workshop 7 - Lesson Plan Tem
<Remember to address the lesson to the STUDENT -- this means using SECOND PERSON ("you will") and student-friendly language -- thank you! Additional comments addressed to other teachers may be included at the end in the "Teacher Notes" section.>Lesson Plan
Your name:
Lesson Title:
Grade Level:
State Standards:
Lesson Question:
Introduction:
Task:
Process (include all steps of the lesson procedure -- include instructions for using digital media):
Conclusion:
Assessments:
Assessment Rubric
Resources:
(Please make sure that all digital media is linked and attributed!)
Teacher Notes: